One thing that can bog down a great story is spending too long on many small details. At least that was my experience when taking 2-3 days to ask a story, finding that kids got bored with all that lack of action and stopped caring where the story went. Still, there’s something great about a vivid scene that’s often lost in otherwise simple, action-packed stories. Thus, I present Most Vivid Scene (MVS)…
Back in 2016, I wrote about five follow up activities based on one story. I’ve certainly been thinking differently since then, though I haven’t so much as changed my tune as I have changed keys. I’m now cautious of doing many activities over and over using just one story. Despite any novelty, the context remains the same. Surely, that can’t be ideal for acquisition, right? After a while, the student is probably just working with an understanding of the story from memory. Similarly, I’ve been highly critical of Latin teachers for remembering English translations they’ve studied and/or taught over the years instead of actually processing the target language itself. Because of that KEY change, I’ve been looking into creating new contexts with minimal planning effort. Here’s a workflow to hypermile your input:
1) Get a text
2) Read that text
3) Do a new activity that gets you a) more texts, b) drawings, or c) both
4) a) Read those new texts, b) Picture Talk the drawings, or c) both
5) Compile texts, drawings, and glossary into FVR packet
Yesterday, close to 10 students across all classes asked what auxilium meant. Oh, and here’s the excerpt from that text:
With questions like that, how often are students aware of all those glosses I intentionally put into class texts?! In the same classes, I also noticed that students were working much slower than I’d expect during Read & Translate. Surely, if they’d been reading at home the process would be much easier. Could it be that comprehension support during class time isn’t helping students read independently at home? Also, it just so happens that two new students began school this week too, so those in-text glosses certainly weren’t much help with almost every other word unknown. At what point might those in-text glosses make a difference, and what could I do to help these new students begin reading on their own?
Based on all those questions, I’ve decided to experiment…
I’ve been experimenting with more structure to storyasking. No doubt, I’m a bit rusty after a year teaching classes just 1x/wk, and for which I asked the first and only story on the final day of classes! Prior to that, it had been over a year and a half since I regularly asked stories, which itself wasn’t frequent given the oppressive teaching environment—ēheu! Here are supports that have proved quite useful in helping me get back into the swing of things. But first, what makes good storyasking?
Choice, not Chaos!
A lot of teachers try asking too many open-ended questions that leave students at a loss. The easiest stories to ask include some choice, but not so much that everything feels off the rails. Teachers who attempt the latter, bail quickly. The key is finding the right balance between personalization and control. Experienced storyaskers can release a lot of control over to students, mostly because they have a higher chance of being comprehensible, and the students are more mature, knowing what to expect. Less-experienced storyaskers, or those in particular creativity-resistant contexts, like mine, would benefit from having more structure. The following supports have been helpful in reawakening imagination, something all great stories benefit from, and which most grade students have forgotten about/lost by the time they get to high school, sadly. Give them a try…
On Saturday at RIFLA, I presented some updates to two NTPRS 2018 presentations. After the conference, I made even more updates based on what we discussed, including MGMT issues each setup decision addresses. I also had the chance to see two presenters.
- Signals Watching Matthew got me thinking: Have I been using signals?! In the past, we’ve had something for stop, and slow down. Matthew showed us one for faster, but I’ve never had the problem of speaking too slowly! Right now students just raise their hand. I might want to encourage the use of signals more.
- Story Cubes I’ve used these, and written about using them as more of a whole-class brainstorm and input activity. Still, I can now see an additional use for them with “unlocking creativity.” For example, I could roll two cubes under a document camera, and ask if any word comes to mind that could fill in the next story detail I’m asking for. This could be real good. I’ve been noticing how much better an either/or question is (e.g. students choose, or are inspired a third possibility they otherwise wouldn’t have come up with on their own). Matthew’s version was to provide a paper with 9 prompts (e.g. where, when, how many, problem, etc.), distribute the Story Cubes, then ask students about the image they rolled on the cube as well as what story detail they wanted it to fulfill. In his experience, this little bit of structure has helped quite a lot. Matthew also gathered the cubes as rolled, and snapped a pic of all 9. Essentially, this is the class story depicted, which could then be used as a Picture Talk, or some kind of story retell activity.
- “Oooooooooh” Matthew shared the 2016 video of Blaine Ray teaching English in Brazil, and the first thing I noticed was how every time Blaine made a story statement, he cued the “oooohs” from the class. If I had been trained to do this, I’ve certainly forgotten. I like how it kept students engaged on even the most basic of sentences! I think I’ll give this a try.
- The sēx game! Viviana captured our attention with a MovieTalk in Portugues. Afterwards, she shared a host of input-based followup activities. I had forgotten about the game Keith Toda shared. In groups of 3-4, students get a text, as well as a 6-sided die and 1 pencil. They take turns rolling until someone gets a 6, yells out that number in the target language (TL), and begins translating sentences from the text. They continue to do so while other team members keep rolling. Once someone else gets a 6, they grab the pencil from who was writing, and play continues. First to finish wins, or give points for understood sentences and highest points wins.
- Do something to get you drawings from each student (e.g. Listen & Draw, or Silent T/F Reading).
- Project & describe as two students compete to indicate the correct drawing
Last Friday, I suddenly found myself without a document camera after a Listen & Draw with our first One Word Image (OWI). Realizing my error, I scrambled to snap a pic of just one student drawing, send it to my email, sign in, download and orient, turn on the projector, etc. all just to discuss student artwork. No bueno. Not only did I lose a few kids during the shuffle, but I avoided repeating the process, meaning we looked at just one student’s work. No bueno mas. With a document camera, we used to look at several different drawings easily, keeping interest high throughout class. That absence was obvious, and I was unhappy with how things went. Still, I was determined to use the stack of hilarious drawings somehow…